scholarly journals EEG Biofeedback Training and Attention-Deficit/Hyperactivity Disorder in an Elementary School Setting

2000 ◽  
Vol 4 (3) ◽  
pp. 5-27 ◽  
Author(s):  
Dennis P. Carmody ◽  
Diane C. Radvanski ◽  
Sonia Wadhwani ◽  
Mary Jo Sabo ◽  
Linda Vergara
2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600
Author(s):  
M. Ann Shillingford-Butler ◽  
Lea Theodore

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.


2011 ◽  
Vol 40 (2) ◽  
pp. 200-225 ◽  
Author(s):  
Stephanie H. McConaughy ◽  
Robert J. Volpe ◽  
Kevin M. Antshel ◽  
Michael Gordon ◽  
Ricardo B. Eiraldi

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